Programme And Module Handbook
 
Programme Specification


Date Specification Approved
College College Arts and Law
School Lan, Cult, Art Hist & Music
Department Modern Languages
Partner College and School English Literature
Collaborative Organisation and Form of Collaboration
Qualification and Programme Title B.A. Modern Languages and English Full-time
Programme Code 275B
Delivery Location Campus
Language of Study English
Length of Programme 4 Year(s)
Accreditations This programme has no outside accreditations
Aims of the Programme Programme aims for students who commenced their studies before 2017/18:
To provide students with language and language-related transferable skills useful in a range of contexts, both educational and professional; and to respond to national and international needs for advanced strategic competence in a variety of world languages.

To enable students to acquire knowledge and understanding of features of the culture, history and society of their chosen language communities.

Programme aims marked with an * apply to new year 1 students entering in 2017/18

*To enable students to achieve the appropriate level of the Common European Framework of Reference for Languages (specified by language under Learning Outcomes) through the systematic integration of language and content teaching.

*To enable students to explain and assess critically the multi-disciplinary features and significance of the culture, history and society of their chosen language communities.

*To enable students to be digitally literate. Students will be able to use appropriate, up-to-date technology in the effective learning of languages and to understand works of culture (understood in the broadest sense, to include history, society, politics, and other material covered in modules aligned with the Birmingham Languages Graduate).

*To enable students to handle and analyse material relating to research projects based in the Department of Modern Languages.

*To enable students to engage with appropriately adapted questions derived from research projects based in the Department of Modern Languages.

*To enable students to become effective independent learners, with regular opportunities to develop skills in research, academic writing, and reflective learning.

*To enable students to be competitively employable through the acquisition of direct and transferable skills as well as through: 1) appropriate integration of Modern Languages careers topics within core modules; 2) optional placement opportunities relating to Modern Languages (credit-bearing and non-credit-bearing); 3) non-credit bearing Modern Languages careers events.

*To enable students to give a persuasive account of their degree and of why they have assembled their degree in a particular way.

*To provide students with language and language-related transferable skills useful in a range of contexts, both educational and professional; and to respond to national and international needs for advanced strategic competence in a variety of world languages.

Programme aims for all students:
To enable students to acquire first-hand experience of living and studying and/ or working abroad.

To enable students to develop a wide range of transferable skills, including the assimilation, analysis, organisation and synthesis of information and its effective communication in speech and writing, through the study of complex material, which can be applied in a variety of educational and professional contexts, thereby meeting a national and international need for competence in modern foreign languages. In collaboration with partners across the College of Arts and Law, this programme will offer students the opportunity to study a JH degree, one half of which will be EITHER English Literature OR English Language.

The wide range of reasoning, research, independent learning, communication and organisational skills acquired from this programme equips graduates to pursue further study or employment in English and related disciplines, and is readily transferable to a wide range of commercial, cultural and professional careers.

Aims for the Literature Pathway:
1) a wide study, methodologically and theoretically informed, of the range of literature in the English language from the medieval period to the present;
2) through s
Programme Outcomes
Students are expected to have Knowledge and Understanding of: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
The advanced strategic usage of one, two or three modern languages, including the linguistic structures of the language(s). By final year students of French, German, Italian, Spanish, Portuguese, and Russian should have achieved at least C1 level and normally C2 level within the Common European Framework of Reference for Languages.

*Students should be able to select and use appropriate, up-to-date technology in the effective learning of languages.
The features and significance of the culture, history and society of their chosen language communities. Students should be able to use appropriate, up-to-date technology in such understanding.

Dependent on the range of optional modules offered, specialised further topics within Modern Languages such as translation, interpreting, politics, linguistics, cinema, history, society or culture.
Key methods and concepts used in the analysis of a range of fields relating to language and culture.
Advanced knowledge of the society and culture of the countries where the language is spoken.

*The significance of language and languages to our connections to other peoples and places around the globe, and in our own lives. This understanding will (a) span multiple disciplines and (b) extend across times, places, and identities, including with regards to:

The historical and contemporary significance of different languages and cultures
Cultural responses to the urgent human problems of history and the contemporary period, and to the human condition more widely
LITERATURE PATHWAY:
A substantial number of authors and texts from different periods of literary history
Different critical and theoretical approaches in the study of literature, language and performance, and of the literary, cultural and historical contexts that inform both the writing and reading of texts and performance
Study of the works of Shakespeare.
Thematic and generic links between texts across a wide historical range.
LANGUAGE PATHWAY:
One or more specialised area(s) of English Language and Linguistics: its theories, historical varieties, methods of discovery and major conceptual paradigms;
The history and development of the English language, or the grammar, syntax and lexis of Old English, and the critical and cultural frameworks within which it is studied;
Analytic practices in the description of the English language and traditions in linguistic theory;
The variation of English language in different situational and developmental contexts and the theoretical frameworks within which such variety is studied;
The grammar, discourse and lexis of varieties of English and critical and cultural frameworks within which such variation is studied.
Material is developed and delivered by a combination of native and non-native teaching staff, and involving a wide range of registers, contexts and modes (e.g. journalistic, literary, colloquial, translation, correspondence, administration) as well as unassessed assignments. Beginners follow an expanded, intensive course of language study. Extensive supporting material is available through Canvas and self-access facilities on the main campus. The Year Abroad provides students with the opportunity for a period of immersion in the language(s) studied.

*Specialised core modules in all years, taught through the integration of language and content teaching involving plenaries and target language seminars and classes. The use of language learning technology is built in to all new core modules offered in Modern Languages. (1)

Plenaries, seminars, tutorials, project supervision, guided and independent reading.

*All core modules in Modern Languages. This learning outcome is a key criterion through which optional modules can also align with the BLG curriculum. Teaching and learning methods include particularly plenaries, seminars, tutorials, project supervision, guided and independent reading. (2)

Plenaries, seminars, tutorials, project supervision, guided and independent reading.

*All core modules in Modern Languages. This learning outcome is a key criterion through which optional modules can also align with the BLG curriculum. Teaching and learning methods particularly include plenaries. (3)

Plenaries, seminars, tutorials, project supervision, language classes, guided and independent reading. Also through residence abroad. *All core modules in Modern Languages. This learning outcome is a key criterion through which optional modules can also align with the BLG curriculum. Teaching and learning methods include particularly plenaries, seminars, tutorials, project supervision, guided and independent reading. (4)
Lectures and seminars; Dissertation or extended essay supervision; Student-led seminars; Independent study in groups and individually; Formative written exercises; Presentations.
Unseen written examinations, assessed coursework, essays, oral and aural examinations, tasks undertaken under timed conditions, assessments completed during the Year Abroad, and dissertation work including 20 credits of Independent Study.

*Target language projects and e-assessment portfolios. Formative e- assessments and student-led research. (1)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (2)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. (3)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (4)
Group presentation; Individual assignment/essay; Pre-released examination; Unseen examination; Dissertation or extended essay; Independent study
Students are expected to have attained the following Skills and other Attributes: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
Comprehension, analysis, evaluation, distillation and contextualisation of information across a range of subject areas and the application of both generic and subject specific skills.
Skills of oral and written presentation both in English and in the target language(s), and the ability to explain, discuss and debate in smaller and larger groups
Independent study skills (self-organisation, time management, research skills, planning, drafting and editing) and the ability to produce an extended piece of academic writing on the basis of them
Transferable skills relevant to employment, including problem-solving, self-reliance, initiative, adaptability, flexibility, and competences such as note-taking, the ability to work under pressure and meet deadlines, and to use electronic resources and ICT effectively.
The ability to use language in professional contexts.
The ability to apply generic, practical and interpersonal skills to living, studying and/or working in a non-English-speaking country.
Intercultural awareness, understanding and competence, especially the ability to function in another culture, and to engage critically with their own and other cultures
Generic, transferable language-learning skills and the ability to use language reference materials such as grammars, standard and specialised dictionaries, and in some cases corpora to refine knowledge and understanding of register, nuances of meaning and language use.
LITERATURE PATHWAY
Engagement with texts, primary and secondary: By the end of L C: the ability to demonstrate confidence in studying whole novels, plays, poems and films of different kinds and lengths; By the end of L I: the ability to read, with understanding, literary texts from different periods and genres; By the end of L H: the ability to synthesise a wide range of primary and secondary reading and the ability to range independently in their reading beyond prescribed texts in order to diversify and contextualise their study.
The capacity to analyse and critically examine diverse forms of discourse, both literary and non-literary, including own work and the work of peers: By the end of L C, the ability to apply notions of genre through interpretive practice and close reading. By the end of L I, the ability accurately to locate literary texts in relevant historical and generic contexts; and to analyse the literary effects produced by different types of intertextuality; By the end of L H, the ability to choose appropriate modes of analysis and apply them effectively to primary texts in the course of a piece of independent research.
The capacity for independent thought and judgement, and the ability to handle information and argument in a critical and self-reflective manner. By the end of L C, the ability to discuss the rationale for key differences between university-level literary study and the methods and expectations experienced at earlier stages of education; By the end of L I, the ability to construct arguments informed by, but not dependent upon, secondary material; By the end of L H, the ability to construct detailed, balanced and substantiated critical arguments; and to locate those arguments in their appropriate scholarly fields.
Skills in critical reasoning, and the ability to apply and critique systems of analysis and interpretation. By the end of L C, the ability to apply selected critical / theoretical approaches to the reading of literary texts. By the end of L I, the ability to distinguish between and use appropriately different critical approaches; By the end of L H, the ability to evaluate the relative merits of a range of critical/theoretical points of view. The ability to formulate appropriate research questions, undertake large scale substantive research, apply relevant methodologies and sustain an argument through a lengthy piece of individual project work.
The ability independently to use libraries, catalogues, bibliographies and other appropriate reference sources; to make appropriate use of the internet, the e-library, the physical library and other appropriate libraries; and to choose and use suitable editions of literary texts, applying a basic understanding of textual transmission.
The ability to document, cite and present, according to an agreed stylesheet of scholarly written work. Effective skills of communication both written and oral, and the ability to apply these in appropriate contexts, including the ability to present sustained and persuasive written and oral arguments cogently and coherently; the ability to write correctly and effectively in appropriate academic prose and to apply an understanding of the qualities valued in a literary essay.
The ability to work with and in relation to others through the presentation of ideas and information and the collective negotiation of solutions.
The ability to acquire substantial quantities of complex information of diverse kinds in a structured and systematic way, to sift and organise material independently and critically, and evaluate its significance.
Information technology skills that contribute to digital literacy such as word-processing and the acquisition, use and critical evaluation of data in electronic formats.
Time-management and organisational skills, as shown by the ability to plan and present conclusions effectively in unseen examinations, the ability to carry out a substantial piece of independent research and to present it in writing, and the ability to budget time and prioritise work to meet deadlines.
LANGUAGE PATHWAY:
The capacity to analyse and critically examine diverse forms of discourse, and from both readerly and writerly perspectives;
The capacity for independent thought and judgement, and the ability to handle information and argument in a critical and self-reflective manner;
Skills in critical reasoning, and the ability to apply and critique systems of analysis and interpretation, and to synthesise practical and theoretical insights gained across modules on all levels;
The ability independently to use libraries, catalogues, bibliographies and other reference sources and resources of all kinds, both printed and electronic;
The documentation, citation and presentation of scholarly written work, and of appropriately formatted writing;
Effective skills of communication, both written and oral, and the ability to apply these in appropriate contexts, including the ability to present sustained and persuasive written and oral arguments cogently and coherently, and to apply drafting and redrafting skills to ‘industry specific’ writing and publishing tasks;
The ability to work with and in relation to others through the presentation of ideas and information and the collective negotiation of solutions;
The ability to acquire substantial quantities of complex information of diverse kinds in a structured and systematic way, to sift and organise material independently and critically, and evaluate its significance;
Information-technology skills such as word-processing, and the acquisition, use and manipulation of data in electronic formats;
Time-management and organisational skills, as shown by the ability to plan and present conclusions effectively.
Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (1)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s).

Residence abroad. Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (2)

Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (3)

By definition, language work and content modules involve new, ‘difficult’ material that requires the independent application and ownership of techniques taught in classes and lectures if it is to be understood fully and mastered. An emphasis on close analysis is intended to broaden the range and sophistication of students’ interpretations of material, and to allow students to produce not so much expositions as substantiated arguments and positions. Problem Based Learning (PBL) exercises, presentations, group project work and other forms of independent learning are germane to all parts of the programme. The Year Abroad offers a particular opportunity for the development of independent capability, personally as well as linguistically and intellectually. A range of formative assessment modes are used throughout the degree.

*Coverage of Modern Languages professions is built into all core language modules. Opportunities for work experience may be acquired through non-credit bearing summer placements (Year 2) and/ or placements followed during the Year Abroad. (4)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s). Residence abroad. Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources.

*Coverage of Modern Languages professions is built into all core language modules. Opportunities for work experience may be acquired through non-credit bearing summer placements (Year 2) and/ or placements followed during the Year Abroad. (5)

Residence abroad. (6)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s).

Residence abroad. Attendance at lectures, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (7)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s). Attendance at lectures, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (8)
Lectures and seminars; Individually supervised dissertation at LH; Peer-review of formative essays and formative presentations.
Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (1)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (2)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (3)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (4)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (5)

Year Abroad coursework. (6)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (7)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (8)
Group presentation, Individual assignment/essay; Pre-released examination; Unseen examination; Dissertation or extended essay; Independent study